Aula invertida en enseñanzas sanitariasrecomendaciones para su puesta en práctica

  1. Alfredo Prieto-Martín 1
  2. José Barbarroja-Escudero 1
  3. Isabel Lara-Aguilera 1
  4. David Díaz-Martín 1
  5. Ana Pérez-Gómez 1
  6. Jorge Monserrat-Sanz 1
  7. Alfredo Corell-Almuzara 2
  8. Melchor Álvarez de Mon-Soto 1
  1. 1 Hospital Universitario Príncipe de Asturias, Alcalá de Henares
  2. 2 Departamento de Pediatría e Inmunología, Obstetricia y Ginecología, Nutrición y Bromatología, Psiquiatría e Historia de la Ciencia. Universidad de Valladolid;
Journal:
FEM. Revista de la Fundación Educación Médica

ISSN: 2014-9832 2014-9840

Year of publication: 2019

Volume: 22

Issue: 6

Pages: 253-262

Type: Article

DOI: 10.33588/FEM.226.1031 DIALNET GOOGLE SCHOLAR

More publications in: FEM. Revista de la Fundación Educación Médica

Sustainable development goals

Abstract

Flipped classroom means that students have the fi rst exposure to new information to be learned outside the classroom by mean of electronic documents (texts and videos). Next, class time is devoted to class activities which reinforce the assimilation of that knowledge by applying it to answer questions and solving cases and problems. This learning model reduces the class time devoted to direct instruction and increases the time used in active learning. It transfers to the student the responsibility of initially striving to reach a basic understanding and communicate their diffi culties and doubts to the teacher. Thus, the teacher receives information about the diffi culties and needs of their students and can adapt the activities they will carry out in the classroom to solve the doubts expressed by their students. We named this teaching methodology as adaptive fl ipped classroom. The fl ipped classroom achieves a greater degree of involvement of students with their learning, improvements in academic results and in their assessment of the teaching received. In this report, the benefi ts and costs of the change are weighed from the traditional expositive methodology to the adaptive fl ipped classroom and, fi nally, recommendations are given for the implementation of the fl ipped classroom in the context of a traditional teaching of health sciences.